The Dialogue

Then, specifically, speak about what or how something does or does not contribute to that wholeness. "I like the way you [blend the colors . . . here . . . . ]" -- Regard exactly what is there and how it was done and why it helps or hinders the whole work. [Consider what's there!]

Be relatively in tune with the child - "You have choosen [to make the shape very big --------------- I wonder [about the texture of grass or why you decided to put the line beside the shape or what is about to happen here where there are so many colors ------------." [Consider what's there!]

In response to 'How to' questions --- be in tune with what they have done and work with that as you break the problem down to manageable steps . . . .

"See how you changed the colors by mixing them together ------------ This is almost the same color -------------what's the difference?"

"How did you do that? [be specific about what you are looking at --------------------] ?"

"How can you tell?" - This question always brings them back to what, specifically, they are looking at and responding to - what is there, and, perhaps, how it got there: Possibilities and other possibilities.

"Is it just the way you want it?" - This helps child to Re-View and stand back to reflect on the work - to make any necessary adjustments without suggesting that he do so. To invite questions about how to achieve what was not achieved. This also helps provide for a good foundation for self-evlauation and thoughtful attention to craft.

"Do you want to tell me about your picture?" [Building competence / confidence.]